(a)Political Education: Revisiting History in Asia and Europe

7-9 October 2007

Auschwitz, Poland

please click on the links below to download relevant meeting documents

Concept:

The portrayal, treatment or teaching of history is intrinsically political and can be very controversial. This is especially true when choosing aspects of history for inclusion or exclusion into history textbooks, displays in museums and even in the creation of myths, music and literature. In some cases, the acknowledgement or visits to historical symbols or places are used politically as an indication of the beliefs of government officials. Often, these actions are inextricably linked to the politics of identity creation, making this a highly political exercise.

Portrayals of history have been a potent trigger for present-day tensions and conflicts between states or between communities. Countries in both Asia and Europe remain embroiled in disputes related to one portrayal of history over another. Most recently, tensions between China , Japan and Korea over certain versions of Japanese history textbooks have highlighted the sensitivity of this subject. On the other hand, in recognition of these problems, some countries have set-up joint initiatives between two or more states, to look into establishing common versions of history. For example, a Franco-German joint textbook initiative has been lauded as being particularly successful in bridging a difficult past relationship. Similar initiatives have been established in Poland , the European Commission, the Council of Europe and the UK , among others. As both Asia and Europe move toward closer integration and cooperation, there is an increased need for governments and stakeholders to engage in an open dialogue on history, in order to understand the sensitivities felt by various groups over historical events and episodes, and by doing so, to prevent further conflict.   

This “Talks on the Hill” meeting will explore the ways by which governments and communities in Asia and Europe have approached this issue. The meeting will include a case-study from each region, and provide participants with the opportunity to share experiences and best practices. In doing so, it is hoped that the outcomes of this meeting will be formulated into concrete policy recommendations that could be disseminated to the governments in the ASEM process, as well as other interested groups.   

This meeting will address, among others, the following issues:

Anybody can make history ; only a great man can write it”

Oscar Wilde

(Irish Poet, Novelist, Dramatist and Critic, 1854-1900)

This quotation indicates how history is often presented according to the priorities of those writing it – often the victors. However, with time and more information, there is a need to discuss and debate history in order to represent it fairly. Using some examples of particularly sensitive or contentious periods, can a balanced version of history ever be established? Are there situations where it is improper to re-open historical facts or incidences for debate?

"If we haven't forgiven, we keep creating an identity around our pain, and that is what is reborn.”

Buddhist Quote

Is the acknowledgement of historical acts by aggressors linked with them taking responsibility for their actions? Why are governments sometimes reluctant to acknowledge or address historical wrongdoings by their countries – even when the present international system has completely changed? This topic is particularly relevant in but not confined to post-colonial contexts. How can history serve as a tool for reconciliation?

“We do not merely teach, we educate”

quote from European Seminar for Educational Staff “Teaching about the Holocaust”

Vilnius , 2000

While the youth develop their thinking through the media, family and numerous other sources, the task of educating is seen to fall mainly on teachers. Are teachers equipped to deal with highly sensitive historical incidences? Is it the function of a history teacher to deal with political and/or moral issues? How does society arrive at moral judgments with regards to episodes in the past? Can history be taught without imposing, conditioning or manipulating?

EXPECTED OUTCOMES:   

In meeting the objective of serving as a mechanism to inform and deliver civil society recommendations to the governments of ASEM, the final report of this meeting will be tailored towards real policy issues and will be disseminated widely to the relevant Ministries and agencies. The final report will also be posted online on the dedicated Cultures & Civilisations Dialogue website at http://www.civdialogue.asef.org.